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Pendekatan yang digunakan adalah kualitatif deskriptif dengan data diperoleh melalui wawancara, observasi langsung di lokasi penelitian, serta praktik; didukung sumber guru SLB Negeri Cendono, subjek penelitian, dokumentasi, dan studi pustaka. Analisis memakai teknik induktif dan tahapan: pengumpulan data, reduksi data, serta verifikasi/kesimpulan. Hasil menunjukkan intervensi memberi dampak positif pada progres belajar khususnya materi bilangan 1–20 melalui kemampuan membilang dan penjumlahan menggunakan benda konkret serta media flashcard.",{"@graph":63,"@context":124},[64,81,103],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,72,75,78],{"item":68,"name":69,"@type":70,"position":71},"https://docshare.wps.com","Home","ListItem",1,{"item":73,"name":9,"@type":70,"position":74},"https://docshare.wps.com/id/document/",2,{"item":76,"name":31,"@type":70,"position":77},"https://docshare.wps.com/id/document/penelitian-laporan/",3,{"item":79,"name":59,"@type":70,"position":80},"https://docshare.wps.com/id/document/implementation-of-mathematics-teaching-modules-for-lower-grade-students-with-hearing-and-speech-impairments-at-slbn-cendono-dawe-kudus/159435/",4,{"url":79,"name":59,"@type":82,"image":83,"author":88,"headline":59,"publisher":91,"fileFormat":94,"inLanguage":57,"description":61,"dateModified":95,"datePublished":96,"encodingFormat":94,"isAccessibleForFree":97,"interactionStatistic":98},"DigitalDocument",{"url":84,"@type":85,"width":86,"height":87},"https://docshare.wps.com/thumbnails/implementation-of-mathematics-teaching-modules-for-lower-grade-students-with-hearing-and-speech-impairments-at-slbn-cendono-dawe-kudus/159435.png","ImageObject",300,407,{"name":89,"@type":90},"WPS_1786070896","Person",{"url":68,"name":92,"@type":93},"DocShare","Organization","application/pdf","2026-09-20","2026-08-29",true,{"@type":99,"interactionType":100,"userInteractionCount":102},"InteractionCounter",{"@type":101},"ViewAction",7,{"@type":104,"mainEntity":105},"FAQPage",[106,112,116,120],{"name":107,"@type":108,"acceptedAnswer":109},"Apa tujuan penelitian ini?","Question",{"text":110,"@type":111},"Mengetahui serangkaian proses dan hasil implementasi modul ajar matematika pada siswa tunarungu dan tunawicara di kelas rendah.","Answer",{"name":113,"@type":108,"acceptedAnswer":114},"Metode dan sumber data apa yang digunakan?",{"text":115,"@type":111},"Menggunakan pendekatan kualitatif deskriptif dengan data dari wawancara, observasi, dan praktik. Sumber data meliputi guru SLB Negeri Cendono, subjek penelitian, dokumentasi, dan studi pustaka.",{"name":117,"@type":108,"acceptedAnswer":118},"Bagaimana analisis data dilakukan?",{"text":119,"@type":111},"Analisis kualitatif menggunakan analisis induktif dengan langkah pengumpulan data, reduksi data, lalu verifikasi untuk menarik kesimpulan.",{"name":121,"@type":108,"acceptedAnswer":122},"Apa hasil utama intervensi terhadap pembelajaran matematika?",{"text":123,"@type":111},"Intervensi berdampak positif pada peningkatan progres belajar, terutama materi bilangan 1–20; subjek mampu membilang dan menjumlahkan dengan benda konkret serta media flashcard.","https://schema.org",{"og:url":79,"og:type":126,"og:title":59,"og:site_name":92,"og:description":61},"article",{"robots":128,"canonical":79},"index,follow",{"doc_id":130,"site_id":56},159435,1788017816,{"code":4,"msg":5,"data":133},{"doc_id":130,"user_id":134,"nickname":89,"user_avatar":135,"doc_module":4,"category_id":30,"category_name":31,"doc_title":59,"doc_description":61,"doc_content":136,"file_id":137,"file_url":138,"file_type":139,"file_size":140,"view_count":102,"is_deleted":4,"is_public":71,"is_downloadable":71,"audit_status":71,"page_count":102,"language":141,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":61,"update_tm":131,"read_time":145},549768072016,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","IMPLEMENTASI MODUL AJAR MATEMATIKA PADA SISWAKELAS RENDAH PENYANDANG TUNARUNGU & TUNAWICARA DI SLBN CENDONO, DAWE, KUDUS  \nPutri Aprillia1, Ema Rosilia2, Arcivid Chorynia Ruby3  \n [202133038@std.umk.ac.id](202133038@std.umk.ac.id1)[1](202133038@std.umk.ac.id1), [202133039@std.umk.ac.id](202133039@std.umk.ac.id2)[2](202133039@std.umk.ac.id2), [arcivid.ruby@umk.ac.id](arcivid.ruby@umk.ac.id3)[3](arcivid.ruby@umk.ac.id3)  \nUniversitas Muria Kudus  \nAbstrak  \nPenelitian ini bertujuan untuk mengetahui serangkaian proses dan hasil implementasi modul ajar matematika pada siswa dengan gangguan tunarungu dan tunawicara. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Data pada penelitian ini diperoleh dengan metode wawancara, observasi atau pengamatan langsung di lokasi penelitian, praktik. Sumber data dalam penelitian adalah 1) guru Sekolah Luar Biasa (SLB) Negeri Cendono, Dawe, Kudus; 2) subjek penelitian; 3) dokumentasi; 4) studi pustaka yang bersumber dari artikel ilmiah dan sumber literatur lainnya. Adapun subjek penelitian adalah salah satu dari siswa tunarungu dan tunawicara kelas rendah (kelas II) yaitu A.F.A di SLB Cendono. Analisis data kualitatif yang digunakan adalah analisis induktif, yaitu analisis berdasarkan data yang diperoleh pada saat pengumpulan data. Dengan katalain peneliti menggunakan teknik analisis deskriptif. Teknik analisis data pada penelitian inisebagai berikut: (1) Pengumpulan data (data collection) dari hasil observasi dan wawancara; (2) Reduksi data (data reduction) merangkum, memilih, dan menyederhanakan hal-hal pokok yang dibutuhkan; (3) Verifikasi data (conclusion drawing/verification) menarik kesimpulan. Hasil penelitian ini secara keseluruhan intervensi yang telah dilakukan kepada subjek memberikandampak yang positif terhadap peningkatan progres belajarnya, khususnya pada mata pelajaran matematika pada bilangan 1-20 yaitu subjek mampu membilang hingga menjumlahkan bendakonkret dan media flashcard.  \nKata Kunci: tunarungu, tunawicara, matematika.  \nAbstract  \nThis study aims tofind out a series of processes and results of the implementation of mathematics teaching modules in students with hearing and speech impairments. This study uses a descriptive qualitative approach. The data in this study was obtained by interview, observation, or direct observation at the research location, and practice. The data sources in the study are 1) teachers of the State Special School (SLB) Cendono, Dawe, Kudus; 2) research subjects; 3) documentation; 4) literature studies sourced from scientific articles and other literature sources. The subject of the study is one of the deaf and speechless students in the lower class (grade II), namely A.F.A at SLBCendono. The qualitative data analysis used is inductive analysis, which is an analysis based on data obtained at the time of data collection. In other words, the researcher uses descriptive analysis techniques. The data analysis techniques in this study are as follows: (1) Data collection from observation and interview results; (2) Data reduction summarizes, selects, and simplifies the basic things needed; (3) Data verification (conclusion drawing/verification) draws conclusions. The results of this study as a whole the interventions that have been carried out on the subjects have a positive impact on improving their learning progress, especially in mathematics subjects in numbers 1-20, namely, subjects can count and add concrete objects and flashcard media.  \nKeyword: deaf, speech impaired, math.  \nPENDAHULUAN  \nPembelajaran matematika kerap kali menjadi mata pelajaran yang kurang diminati oleh banyak anak, khususnya pada anak Sekolah Dasar karena dianggap susah. Sehinggadalam pembelajaran matematika memerlukan interaksi yang baik antara guru dan siswa agar materi dapat dipahami oleh siswa. Hal ini menjadi sebuah tantangan tersendiri bagisiswa yang mempunyai keterbelakangan dalam komunikasi, seperti anak penyandang  \ntunarungu dan wicara. Hal ini dikarenakan","cbCaivGU8WQWJ1yW","https://ap.wps.com/l/cbCaivGU8WQWJ1yW","pdf",197028,"Indonesian","# Pendahuluan\n## Tantangan pembelajaran matematika\n## Definisi dan karakteristik tunarungu dan tunawicara\n## Dampak gangguan komunikasi\n## Peran guru dan kebutuhan pembelajaran berbasis visual/benda konkret","[{\"question\":\"Apa tujuan penelitian ini?\",\"answer\":\"Mengetahui serangkaian proses dan hasil implementasi modul ajar matematika pada siswa tunarungu dan tunawicara di kelas rendah.\"},{\"question\":\"Metode dan sumber data apa yang digunakan?\",\"answer\":\"Menggunakan pendekatan kualitatif deskriptif dengan data dari wawancara, observasi, dan praktik. Sumber data meliputi guru SLB Negeri Cendono, subjek penelitian, dokumentasi, dan studi pustaka.\"},{\"question\":\"Bagaimana analisis data dilakukan?\",\"answer\":\"Analisis kualitatif menggunakan analisis induktif dengan langkah pengumpulan data, reduksi data, lalu verifikasi untuk menarik kesimpulan.\"},{\"question\":\"Apa hasil utama intervensi terhadap pembelajaran matematika?\",\"answer\":\"Intervensi berdampak positif pada peningkatan progres belajar, terutama materi bilangan 1–20; subjek mampu membilang dan menjumlahkan dengan benda konkret serta media flashcard.\"}]","Implementasi Modul Ajar Matematika pada Siswa Kelas Rendah Penyandang Tunarungu dan Tunawicara di SLBN Cendono, Dawe, Kudus | PDF",11]